Chapter 5.docx

Chapter Five- Theories of Work Motivation
Why Study Motivation?
 The need for increase productivity to be globally competitive
 Need for rapid changes that contemporary organization are undergoing
 Stable systems are replaced by requirement s for flexibility and attention to customers which requires
high levels of initiative
 Initiative depends n motivation
What is Motivation?
 Person works “hard”, direct his/her behaviour toward appropriate outcomes
Basic Characteristics of Motivation
 Motivation-the extent to which persistent effort is directed towards a goal
Effort
 The strength of the person’s work-related behaviour amount of effort exhibits on the job
Persistence
 Persistency applied to the effort of the working task
 Cannot work hard for two hours, then goof off for six hours
Direction
 Effort and persistence refer to quantity of work an individual producesquality crucial also
Goals
 All motivated behaviour have goal/objective which it is directed
 Motivated ppl act to enhance organizational objectives ie. High productivity, attendance, creativity
 May also be motivated by goal contrary to organization: absenteeism, sabotage…
Extrinsic and Intrinsic Motivation
 People are motivated by factors in external environment (pay), or be self-motivated w/o external
factors
Intrinsic Motivation
 Motivation that stems from the direct relationship b/t worker and taskself applied
 Ex. Achievement, accomplishment, challenge, competence, interest in job
 Freedom to make choices is intrinsic motivation
Extrinsic Motivation
 Motivation that stems from the work environment external o the task, usually applied by others
 Ex. pay benefits, company policies, supervision
 Profit sharing and employee stock options are extrinsic motivators
 The availability of extrinsic motivators can reduce the intrinsic motivation stemming from task
 Extrinsic rewards depend on performancemotivating potential of intrinsic rewards decreases
 Making extrinsic rewards contingent on performance makes individual feel less competent and less in
control of own behaviourppl then believe that performance is controlled by environment and
perform only for moneyintrinsic motivation suffers
Motivation and Performance
 Performance-extent to which an organizational member contributes to achieving the objectives for the
organization
General Cognitive Ability
 General cognitive ability- a person’s basic information processing capacities and cognitive resources
 Cognitive abilityintelligence or mental ability
1  Reflect individual’s overall capacity and efficiency for processing info and includes a number of cognitive
abilities: verbal, numerical, spatial and reasoning abilities
 Predicts learning and training success, job performance (both manual and mental)
 Required ability for performance and career success
Emotional Intelligence (EI)
 Emotional intelligence-ability to understand and manage one’s own and other’s feelings and emotions
 Ability to perceive and express emotion, assimilate emotion in thought, understand and reason about
emotions, manage emotions in oneself and others
 Ppl w/ EI can identify and recognize meanings of emotions and manage and regulate emotions as a basis
for problem solving, reasoning, thinking and action
Hierarchy of Emotion Skills
1. Perception of Emotions-detecting emotions
 Ability to perceive emotions and id your own and others emotions
 Id emotions n ppl’s faces and nonverbal behaviour
2. Integration and assimilation of emotions-use emotion to guide thinking
 Ability to use and assimilate emotions and emotional experiences to guide and facilitate
one’s thinking and reasoning
 Use emotions in functional ways-making decisions and other cognitive processes
 Ability to shift one’s emotions to generate new emotions
 Ability to shirt one’s emotions and generate new emotions see different way in different
perspectives
3. Knowledge and understanding of emotions-understand how emotions influence ppl/knowledge
 Understand emotional information, determinants and consequences of emotions, and how
emotions change over time
 how diff. emotions are generated over diff. situations and ppl are influenced by emotions
4. Management of emotions
 Manage own and others’ feelings and emotions and emotional relationship
 Able to regulate, adjust and change own emotions and others to suit situations
 Able to perceive, integrate and assimilate and understand emotions
 EI is strongly related to job performance which requires high levels of EI (police officers and customer
service)
Understanding of Task
 Also affects performance
Chance Factors
 External environment which affect one’s performance
Personality
 Affects performance
What is Employee Engagement?
 Engagement-extent to which an individual immerses his or her true self into his or her work roles
when ppl are engaged, employ and express themselves physically, cognitively and emotional during
performance
 Engaged ppl display their true selvesthink and feel, creativity, beliefs, values and personal
connections
 Disengaged ppl hide and conceal their true selves
 Involve some degree of effort, but more has to do with HOW individual PERFORM their jobs rather than
how motivated they are
 Two key components: attention, absorption
Attention
 Amount of time one spends thinking about a role
2 Absorption
 Being engrossed in a role and the intensity of one’s focus on his/her absorption
 Being psychologically present at work
 Psychological presence: psychological meaningfulness, safety and availability
Psychological meaningfulness
 When there are incentives for them to engagereturn on investment, feel worthwhile, useful, valued
Psychological safety
 When they can employ and express themselves without fear of negative consequences to their self-
image, status or career
Psychological availability
 When ppl feel that they have a physical, emotional, and cognitive resources required to engage
themselves in a situation (they are wanted)
Needs Theories of Work Motivation
 Need theories-motivation theories that specify the kinds of needs people have and the conditions under
which they will be motivated to satisfy these needs in a way that contributes to performance
 Needs are physiological and psychological wants or desires that individuals can satisfy by acquiring
certain incentives or achieving particular goals
 Need theories concern with WHAT motivates workers
Maslow’s Hierarchy of Needs
 Humans have 5 sets of needs that are arranged in a hierarchy
 Lowest level unsatisfied need category has the greatest motivating potentioal
 None of the needs is a best motivator, motivation depends on person’s position it the needs hierarchy
 Individuals are motivated to satisfy their physiological needs b4 they want safety needs
 When a need is unsatisfied, exerts a powerful effect on individual’s thinking and behaviour
 When need at a particular level is satisfied, turn attention to next level
 Satisfied need is not longer an effective motivator
 “growth” neeed become stronger as they gratify
1. Physiological needs
 Needs satisfied for survival-food, water, oxygen, shelter
 Min. wages, existence-able working conditions
2. Safety needs
 Security, stability, freedom from anxiety and structured and ordered environment
 Safe working conditions, fair and sensible rules and regulations, job securities, comfortable
working environment, pension and insurance plans,
3. Belongingness needs
 Needs for social interaction, affection, love, companionship and friendship
 Opportunity to interact w/ others on the job, friendly and supportive supervision, opportunity
for teamwork, opportunity to develop new social relationship
4. Esteem needs
 feelings of adequacy, competence, independence, strength and confidence
 Give employees opportunities to master tasksgive them feelings of achievement and
responsibility
 Awards, promotion, prestigious job titles, recognition
5. Self-actualization needs
 Desire to develop one’s true potential as an individual to the fullest extent and express one’s
skills, talents, emotions that is most personally fulfilling
 Clear perception of reality, and know what they want
 Jobs with potential for creativity and growth
3 Alderfer’s ERG Theory
Agrees with Maslow
 Lower-level needs are satisfied, desire to have higher-level needs increase
 Growth needs become more compelling as they are more fulfilled
Disagrees with Maslow
 Does not assume that lower-level needs must be gratified b4 less concrete needs become operative
 Not a rigid hierarchy of needs, can move up and down
 If higher-level unsatisfied, which increase desire to gratify lower level needs
 If growth is not gratified, may want increase in pay
 The more lower level needs are gratified, more high level need satisfaction is desired
 Less higher level needs are gratified, more lower level need satisfaction is desired
 Three categories
1. Existence needs
 Can be satisfied by material substances or conditions (physiological and safety needs)
2. Relatedness needs
 Can be satisfied by open communications, exchange of thoughts and feelings w/ other
organizational members (belongingness and esteem needs)
3. Growth needs
 Fulfilled by strong personal involvement in work setting
 Full utilization of one’s skills and ability and the creative development for new skills and ability
(self-actualization)
McClelland’s Theory of Needs
 McClelland’s theory of needs- non-hierarchical need theory of motivation that outlines the conditions
under which certain needs result in particular patterns of motivations
 Needs reflect relatively stable personality characteristics that one acquires through early life
experiences and exposure to selected aspects of one’s society
Need for Achievement
 Have a strong desire to perform challenging tasks well
 Concerned with better their own performance or that of others
 Concerned with innovation and long-term goal involvement
 Want intrinsic satisfactiongrowth or self-actualization needs
 A preference for situations in which personal responsibility can be taken for outcomes
 Do not prefer situations in which outcomes are determined by chance
 Tendency to set moderately difficult goals with risks
 Success for easy goals provide no achievement
 Desire for performance feedback
 Permits individual